The Effect of Individual Differences on Computer Attitudes

Orr, Claudia; Allen, David; Poindexter, Sandra

doi:10.4018/978-1-931777-10-0.ch016

Cited by 5 publications

(6 citation statements)

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“…It can be stated that the more immediate adult learners receive intrinsic feedback on the exercise undertaken, the better and more they become motivated to work harder and improve upon their performance when they find themselves below par. After all, Orr, Allen, Poindexter, and Canning (2001) opine that when adult learners are highly motivated, they expressed more positive computer attitudes, feelings of competency and satisfaction than younger learners.…”

Section: Benefits Adult Learners Derived From Using Sakai Lms For Leamentioning

confidence: 98%

Experiences of adult learners on using the Sakai Learning Management System for learning in Ghana

Biney

2019

Journal of Adult and Continuing Education

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The advancement in information and communication technology and its application in teaching and learning tools have taken learning to a higher level. Innovations in information and communication technology and its deployment in teaching and learning aid adult learning through the distance education mode. Accra Learning Centre hosts the biggest student population pursuing degree programmes through the distance education mode in Ghana. Simple descriptive statistics were adopted to help build a case for using the qualitative data. A descriptive narrative design was employed for conducting the study which tilts towards the qualitative case study approach to investigate the meanings and experiences adult learners have had when using the Sakai Learning Management System platform. In-depth interviews and focus group discussions were used to collect data from 50 adult learners who participated in the study. Most (80%) of the learners indicated that they faced difficulties, including accessing computers, course materials online, weak link, poor network interface and connectivity, as well as power fluctuations when they started learning with the Sakai Learning Management System, which changed with time. The information and communication technology platform created greater access to self-learning. The study concludes that the information and communication technology laboratories should be refurbished – and equipped with new computer accessories – for an increased access to the Sakai Learning Management System.

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Section: Benefits Adult Learners Derived From Using Sakai Lms For Leamentioning

confidence: 98%

Experiences of adult learners on using the Sakai Learning Management System for learning in Ghana

Biney

2019

Journal of Adult and Continuing Education

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“…It may be that the richness of a medium is not fixed with a uniform effect, but rather that people may differ in their perceptions of a medium's richness -and thus their satisfaction with the medium -based on personal traits and past experiences [23]. Previous research has shown that experience with certain technologies improves people's attitudes [24] [1] and reduces their anxiety about using them [25].…”

Section: Individual Traitsmentioning

confidence: 99%

Mediated Communication and Customer Service Experiences: Psychological and Demographic Predictors of User Evaluations in the United States

Mays¹,

Katz²,

Groshek³

2020

Proceedings of the Annual Hawaii International Conference on System Sciences

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People around the world who seek to interact with large organizations increasingly find they must do so via mediated and automated communication. Organizations often deploy both mediated and automated platforms, such as instant messaging and interactive voice response systems (IVRs), for efficiency and cost-savings. Customer and client responses to these systems range from delight to frustration. To better understand the factors affecting people's satisfaction with these systems, we conducted a generally representative U. S. national survey (N = 1321). Here, we found that people still overwhelmingly like and trust in-person customer service over mediated and automated modalities. As to demographic attitude predictors, age was important (older respondents liked mediated systems less), but income and education were not strong attitude predictors. For personality variables, innovativeness was positively associated with mediated system satisfaction. But communication apprehensiveness, which we expected to be related to satisfaction, was not. We conclude by discussing implications for the burgeoning field of humanmachine communication, as well as social policy, equity, and the pullulating digital services divide.Customer service now plays out across a spectrum of communication channels. There is still face-to-face or "in-person" customer service, whereby someone interacts with another person, and then there are varying degrees of mediated customer service: over e-mail, social media platforms, and instant messaging chats. In these exchanges, another person is at the other end of the interaction, but the communication is less rich because of the limited visual/audio cues and, in some cases, less instantaneous feedback. IVRs are distinct from computer-mediated communication (CMC) in that they are not computer systems passing information between two people, but rather are secondary communication entities in exchanges. In some cases, IVRs are a communicative gatekeeper prior to an eventual person-to-person exchange, such as when IVRs serve to direct inquiries to appropriate departments [13].Because it uses voice to relay information, IVRs traditionally would be considered a "richer" medium than CMC, which only relies on text. Indeed, when comparing digital customer service channels (text, audio-only, and video), satisfaction corresponded with the digital channel's level of richness [14]. Therefore, one might expect that automated customer service channels like IVR would be preferred over mediated customer service. However, media richness also takes into account how personal or impersonal the communication source is [11]. To our knowledge, this aspect of media richness has not been explored with regards to automated technology that can simulate human-ness but is clearly automated.Indeed, scholars have argued that traditional communication theories predicated on human-human interaction may not directly apply to human-machine communication (HMC) [5] [7]. Media richness theory was developed at the early stages of the online c...

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“…As previously stated, a number of studies report that males generally have more favorable attitudes towards computers than females. Other studies, however, fail to find a difference (examples include: Loyd and Gressard, 1984a;Houle, 1996;Ayersman and Reed, 1996;Orr et al, 2001;Seyal et al, 2002).…”

Section: Computer Attitudes Based On Gendermentioning

confidence: 99%

“…Attitude statements are referred to as the "Computer Attitude Scale" (CAS), a validated survey instrument (Loyd and Gressard, 1984b;Woodrow, 1991b;Gardner et al, 1993). The CAS has been widely used with college students (examples include: Massoud, 1991; Pope- Davis and Twing, 1991;Busch, 1995;Orr et al, 2001). The CAS is based on factor analysis, with the thirty statements loading onto one of three factors (subscales): 1) Computer Anxiety (fear of computers), 2) Computer Confidence (ability to use or learn about computers), and 3) Computer Liking (enjoy working with computers).…”

Section: Computer Attitudes Based On Traditional Versus Non-traditional Student Statusmentioning

confidence: 99%

“…Students 25 years of age and older currently comprise 40% of all postsecondary students (U.S. Department of Education, 2002). There is a common assumption that traditional students "grow up" with computers and are therefore less likely to be intimidated by computers (Orr et al, 2001). However, the results of studies that focus on the relationship between age and computer attitudes are mixed (examples include: Al-Jabri and Al-Khaldi, 1997; Shaw and Giacquinta, 2000;Seyal et al, 2002).…”

Section: Introductionmentioning

confidence: 99%

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Student Attitudes Towards Computers Before And After Taking An Introductory AIS Course

Morris¹,

Daigle

2011

JBER

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Computer attitudes are measured before students take an introductory AIS course. Attitudes are positive, regardless of gender or traditional vs. non-traditional student status. No difference is noted by gender, but non-traditional students have more positive attitudes. Prior computer experience appears to explain these findings. Attitudes are measured again at semester end. Attitudes either remain the same or slightly improve for respective subgroups studied. Little if any gender difference exists, but the gap by student status is slightly greater. Impact of findings on AIS education is discussed.

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The Effect of Individual Differences on Computer Attitudes

Cited by 5 publications

References 0 publications

Experiences of adult learners on using the Sakai Learning Management System for learning in Ghana

Experiences of adult learners on using the Sakai Learning Management System for learning in Ghana

Mediated Communication and Customer Service Experiences: Psychological and Demographic Predictors of User Evaluations in the United States

Student Attitudes Towards Computers Before And After Taking An Introductory AIS Course

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